مدل‌سازی ساختاری برنامه درسی «یادگیری جامعه‌محور حرکتی» بر اساس رویکرد اخلاق مراقبت: نقش میانجی سواد حرکتی، اشتیاق تحصیلی و احساس تعلق به مدرسه با تأکید بر پیشگیری از افت تحصیلی

مهدی اکبرزاده سقای; نسرین  محدث; رزیتا  فخیمی فرهادی; مینا اشرفیان; پریسا مسعودیان

Authors

Mehdi Akbarzadeh Sagay PhD in Curriculum Planning, Department of Educational Studies and Curriculum Planning, Allameh Amini Campus, Farhangian University, Tabriz, Iran. Author https://orcid.org/0000-0002-1038-8040
Nasrin Mohaddes Faculty of Educational Sciences and Psychology, Shab.C., Islamic Azad University, Shabestar, Iran Author https://orcid.org/0009-0004-6791-8462
Rozita Fakhimi Farhadi Faculty of Educational Sciences and Psychology, Shab.C., Islamic Azad University, Shabestar, Iran Author https://orcid.org/0009-0002-7349-5692
Mina Ashrafiyan Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Afagh Institute of Higher Education, Urmia, Iran Author https://orcid.org/0009-0003-5978-7362
Parisa Masoudian Department of Educational sciences, Be.C., Islamic Azad University, Behbahan, Iran Corresponding author https://orcid.org/0000-0002-6514-6655

Keywords:

Community-based motor learning, Ethics of care, Physical literacy, Academic engagement, School belonging, Academic decline

Abstract

This study aimed to structurally model a community-based motor learning curriculum grounded in the ethics of care by examining the mediating roles of physical literacy, academic engagement, and sense of school belonging in the prevention of academic decline among upper-secondary school students. This applied study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of upper-secondary school students in Tehran during the 2025–2026 academic year, from whom 420 students were selected through multistage cluster sampling. Data were collected using a 32-item researcher-developed Community-Based Motor Learning Curriculum Based on the Ethics of Care Questionnaire, a 22-item physical literacy questionnaire, a 15-item academic engagement scale, an 18-item school belonging scale, and a 20-item researcher-developed academic decline prevention questionnaire. Confirmatory factor analysis and structural equation modeling were conducted using SPSS version 27 and AMOS version 26. Indirect effects were examined using bootstrapping with 5,000 resamples and 95% confidence intervals. The structural model demonstrated acceptable fit (χ²/df=2.38, CFI=0.942, TLI=0.936, RMSEA=0.057, SRMR=0.049). The community-based motor learning curriculum had significant positive effects on physical literacy (β=0.58, p<0.001), academic engagement (β=0.54, p<0.001), school belonging (β=0.61, p<0.001), and prevention of academic decline (β=0.21, p<0.001). Physical literacy (β=0.19), academic engagement (β=0.27), and school belonging (β=0.34) also significantly predicted prevention of academic decline (p<0.001). Significant indirect effects were observed through physical literacy (β=0.110), academic engagement (β=0.146), and school belonging (β=0.207). The model explained 68.4% of the variance in prevention of academic decline. A community-based motor learning curriculum grounded in the ethics of care may contribute to preventing academic decline by strengthening physical literacy, academic engagement, and particularly students’ sense of school belonging.

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